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Introduction Whole Group Games Team Competition Lyric Race Heart Attack Team Spelling Team Feud Smack It! Team Test Artist's Charades Octagon Volleyball Doubly Difficult Charades Homerun Speed Sentence Builder Steal the Bacon Fashion Show General Whole Class Activities Bingo Beat My Brag Row Story Ball Conjugation Secret Object Around the Room Levels Number One Find a Partner Total Physical Response Find Someone Who… Line Up Who Am I? Pass it! Switch Sponge 20 Questions Chain Reaction Tic-Tac-To Editor Whole Class Board Games Inside the Phrase Make a Word
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Small Groups Activities Am I Telling the Truth? Secret Word Unscramble Same and Different Oops! Rummy with Letters Memory Go Fish! Lost For Sale Children's Stories Magazine Pictures Grab It! Board Games Name that Noun Pair Activities War What's the Difference? Match My Drawing Strategy Fortune Teller Pair Crosswords Activities for Individuals Cartoons Index List of Games in Alphabetical Order Octogons Board Blank Octogons Board Example Board Game Example
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Here are some low budget ideas: 1. verb conjugations and grammar structures in a fun way. Upon implementing them in your classroom. looking at the answers) c. but they sure are fun. Penny candy 7. Pencils 8. 5 less homework problems 2. students making other students feel bad You know your class. ENJOY! Some General Suggestions 1. Prizes Prizes aren’t necessary. Repeat games every once in a while. If you can set rules to avoid problems and hold students accountable. Keep the pace quick. Winner chooses the game for next time 6.Introduction Learning another language involves a great deal of practice and memorization. 4. You don’t need to spend a lot of money to be able to offer prizes. not all students participating b. You could even make a spinner with the prize options and have the winners spin to find out their prize. Stickers 4 . 3. students being rough/getting hurt d. The 60 activities in this book are opportunities to help students practice and review vocabulary. 2. cheating (not using the target language. it will be more fun and a better learning experience for everyone. Standing ovation for the winner 5. It limits the time spent going over the rules and allows students more time to practice the material. you will infuse a new energy into the students’ learning. Use the target language as much as possible. Anticipate some of the problems that might arise during the activities a. Winner is the first person to leave class 3. Winner gets to be the game leader 4. It limits problems and increases the intensity of the game.
Give students a copy of the lyrics with blanks left where key words would be. When a student at the front of the line hears a flashcard word in the song. When the first student in each group hears the missing word. Explain that the teams on the right can only use the “red” flashcards and the teams on the left are to use the “yellow” flashcards. Use two different colors. Team with the most points at the end wins! Team Competition Listening 15-20 minutes Groups of 4-6 students Song. Variation with increased difficulty and/or for a large class 1. Play the song. 6. 2. Eliminate any obstacles. Instead of using flashcards. 4. Each team needs to make a line perpendicular to the wall/chalkboard where the flashcards are. The team with the most flashcards wins. Variation for a large class 1. Ten to twelve works well. Students in line rotate as above. 3. the students in each line rotate. Play the song. 2. (First person goes to the back and everyone else moves up) 6. 2. 7. large flashcards with words from the song written on them 5 . 3. After a word is obtained. 5. Go over words on the flashcards orally with the whole class. The first student to write the missing word correctly gets a point for the team. 5.Lyric Race Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Obtain a copy of a song and lyrics at appropriate level Write selected vocabulary words on flashcards Stick flashcards to a wall or chalk board Description 1. 3. It may take 2-3 times hearing the song for this to be accomplished. 7. the harder it is. lyrics. they run to the board and write it down. 8. have a piece of chalk/whiteboard marker for each group. 4. Rest of the game remains the same. tape. Game continues until all the flashcard words have been removed from the board. Make two sets of flashcards. Divide students into the same groups as above. Divide students into groups of 4-6. s/he runs to the board and grabs the flashcard for the team. *The more words you use.
2. 3. The students who correspond to that number race to the board to write down the correct answer 5. then give two numbers to a player on each of the other teams. Teacher gives each person on the team a number. Have students clear the aisles between the rows so no one trips on a book. Description 1. He threw the ball to her. 6 .) 2. (All teams need to have the same numbers. 4. Keep track of how many times you call each number so everyone gets their fair share of participation. Then the teacher calls out a number. Move the teacher desk to the side if it sits in front of the chalk board. chalk or white board marker for each group Preparation Required Make the list of vocabulary/verb conjugations/sentences you want to use. He has spoken)/sentence (ex. The team whose player answers correctly first gets the point.) 3. If one team has an extra person. Suggestions 1. Teacher calls out a vocabulary word/verb conjugation (ex.Heart Attack Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Team Competition Grammar/Vocabulary 15 minutes Teams of 4-6 students List of vocabulary/verb conjugations to be used.
9. 8. 3. 12. Team Competition Spelling 10 minutes 4-6 students none 7 . In this variation.Team Spelling Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Make a list of spelling words to be used. Student 2 says the second letter of the word in the target language. When the word is finished. Say it two times. Teacher counts to 3. 2. Give them a word. Have students stand in rows. let the other students judge the correctness of the spelling. Prior letters can not be repeated. If they are correct. Student 3 says the third letter of the word in the target language and so on. 4. Variation keeping all students/teams involved 1. 6. Play for as many rounds as you like. all students should show you a 1 for correct and 2 for incorrect. Description 1. 2. the team gets an extra point. give the team who spells correctly 3 points. spelling of the word should begin with the person who said “finished” in round 1. Ask row one to stand. 7. If the whole team is in agreement and correct. Instead of you being the judge. 4. Do not repeat it again. 10. Student 1 says the first letter of the word in the target language. In round 2. 5. (use fingers) 3. 11. The group with the most points wins. they get a point and play moves to the next row. After the word is spelled. the next player says “finished” in the target language and the team sits down.
Teams take turns reading their list of words. and a highlighter per group Preparation Required Prepare categories to be used. Play as many rounds as you have time for/students´ attention is held for. 3. 9.) Description 1. 2. 3. 11. 10. things done at school. 8 . important holidays (for target culture). animals. Put students into groups of 4-6. 5. activities done with your mouth. Teams get one point for each word that correctly fits the category and an extra 3 points for any word that no one else in the class wrote down. This is played individually. No talking.Team Feud (based on Family Feud produced by Fremantlemedia North America) Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Team Competition Vocabulary 20-25 minutes Groups of 4-6 1 piece of paper. 2. teacher collects all pencils. Each student writes ONE word that fits that category. a pencil. Pencils are returned to teams and another category is provided. Give out one final category and 20 seconds. 6. 4. 8. notebooks etc. Give teams a category and 3 minutes to write down as many words as possible that fit into that category. Team with the most points wins! Variation Bonus Round 1. adjectives used to describe a person. books. At the end of “regular play” have all students return to their seats and take out a piece of paper and a pencil. Ask students to put away all dictionaries. Other teams use a highlighter to mark the words on their list that other teams have. Teams count up their words. (Examples: activities done with your feet. After 3 minutes. 7. 4. Scoring: 1 point for every 5 words and an extra point for every word the team has that no other team listed.
Continue inviting different students from each team up to the image to play. erasable overhead marker. Each is given a fly swatter. 2. 2. overhead projector. You call out the word in English. 9 . just use the chalkboard. Verify that the projector works! Obtain flyswatters. The team with the most points at the end wins Variation . The student who smacks it first says the word in the target language. Students smack the correct word in the target language. On top of Next to Behind To the right Close to in Up outside To the left In front of Between Through Under Far from Inside down Description 1. 7. Teacher says a vocabulary word in English. 3. Two students (one from each team) approach the projected image. Write the words in the grid in the target language. and 2 flyswatters. 5. 3.Easier 1. 6. 4.Smack it! Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Team Competition Grammar/Vocabulary 10 minutes Whole Class divided into two groups Chart on overhead transparency. Students find the word on the chart and smack it with their swatter.) Preparation Required Make a 4 x 4 grid on an overhead transparency and fill it in with the English equivalent of the vocabulary you are studying. (If you don’t have an overhead projector.
It might look like this: Vocabulary 1 2 3 4 Verb conjugation 1 2 3 4 Culture 1 2 3 4 Dictation 1 2 3 4 Random Questions 1 2 3 4 Team Competition Grammar/Vocabulary/Culture (Practice Test) 30 minutes 4-6 students Practice Test Questions. paper and pencil for each team 3. One point is given to each team who correctly answers. Variation-Game Show 1. Team with the most points wins! 10 . 4. Students sit with their teams. Teams work together to answer the question. Keep track of what teams choose questions to keep it fair. At the end of 20 seconds. 2. write 20 questions similar to what will appear on the upcoming test. 6. The more difficult the question the more points it is worth. Description 1. 2.Team Test Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required In your notebook. 4. You can organize the questions by category and difficulty. Teacher calls out a question. Write a chart on the board. Select a player from the teams who answer the question correctly to choose the next question (example-Culture 1) 5. the teacher walks around to check answers. 3. 5.
11 . Chalk. Show them the word/phrase that they need to draw. choose a player from another team to roll the dice and decide the teams´ fate. Students have 20-30 seconds (you decide depending on the difficulty) to draw and get their team to guess the word/phrase. The team that wins that round sends a player to roll the dice. 5. Start the game with one member from each team approaching the board to draw. that team is the only one that draws/plays. 4. If it lands on an odd number. If he/she rolls an even number then each team needs to send up a player to draw. Description 1.Artist’s Charades Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Team Competition Vocabulary 15-20 minutes Divide the class into 2-3 groups Game Cards. After an individual team plays alone. 2. 3. Dice Preparation Required Game cards which lend themselves to drawing. Give them a few seconds to think and then count to three. Chalkboard.
Divide the class into two teams. Flip a coin to decide which team first. 7. The blue team decides to go vertically and chooses to begin with the first m octagon. If the yellow team is the first to answer. it is colored blue. 5. questions 12 .Octagon Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Create a list of questions (25-30) Description 1. that octagon is colored yellow. Each team needs to be represented by a color. The teacher asks a question such as “what animal swings high in the trees of a tropical forest?” 6.63/64. 3. 4. 2. 8. If it is the blue team who answers correctly. The yellow team chooses the next question. Teams strategize to get across the board without the other team interrupting their path. The letter in the octagon indicates the first letter of the answer. Team Competition Vocabulary 8-10 minutes Divide class into 2 groups Game Board p.
The balloon must make it over the “net”/row of desks within 3 hits without ever touching the floor. b. 4. If your class is too big or your classroom really small. The winners of each game play for the championship. (You can change the verb tense after a point is awarded. 3. 5. Team 1 and 2 play for 10 verbs.Volleyball Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Team Competition Verb Conjugation 8-10 minutes Divide class into 2 groups 1 Balloon (maybe a few extras just in case) Preparation Required Divide the room in half using desks or tables.) Description 1. it makes sense to divide your students into 4 groups and play a championship. Team 3 and 4 play for 10 verbs. Prepare a list of 30 verbs to work on. 3. Points: a. Teacher lets everyone know the verb tense. Variation for a big class 1. (You need the list because play is fast and continuous until an error is made or the balloon falls to the floor. A team gets a point if the other team makes a mistake with conjugation.) 2. Teacher calls out the verb and puts the balloon into play. 4. 2. A team gets a point if the other team lets the balloon touch the floor. 13 . Each student who touches the balloon says a part of the conjugation.
You can make up the cards. Description 1. 4. Give each student 2 cards. 10. 6. 2.Doubly Difficult Charades Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Have two blank cards ready for each student. Teacher collects cards and throws them in a hat/bowl/bag. Team Competition Vocabulary 10-15 minutes Divide class into 4 groups cards 14 . A list of possible adjectives and adverbs can be found as Appendix 2 on page 62. Variation eliminating students writing the cards 1. The person has to say the words exactly as written on the card to get the point. 8. 9. 3. Divide students into 4 groups. If after 30 seconds team 1 cannot guess then any team can guess. The team with the most points at the end wins. Student acts out that card for the whole class. 7. Team 1 sends a student to get a card. 5. Each student is to write a noun/adjective combination (happy family)and a verb/adverb combination (run slowly) to be acted out. Team 2 sends a student to do the same thing.
Team Competition Vocabulary/Verb Conjugation 10-15 minutes Divide the class into 2 groups Flashcards 15 . 6. 7. If the student does not know what the word is in the target language. Students on home plate register the word on the flashcard and run to first base telling the person on their team the word(s) in the target language. (If you have sneaky students you may want to use a box top with wide sides to hide the card from the others. 2 on second. Student on first base runs to second base telling teammate the word. 11. Student on third base runs to home plate and shouts the word to the teacher before the other team does. Put one student from each team on the bases. A point is awarded to the team whose player arrived at home and shouted the correct word first. 3. o Decide ahead of time how many “innings” you will have time for. The team with the most points at the end of the game wins. 5. he/she can run and tell the first base student the word in English hoping that person knows. Two new players “come up to bat” and the pattern is repeated. (2 on first.Homerun Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required o Move the desks to the perimeter of the room and create a baseball diamond (no outfield necessary). 2 on third and 2 on home plate). Make 2 teams. 2. Show the students on home plate the flashcard. 8. Description 1. 10.) 4. o Create flash cards with subject/verb combinations or vocabulary in English. 9. Student on second base runs to third base telling teammate the word.
How many students are in the class? / How many brothers do you have? 3. 4. What time is it? / What time does school start/end? 6. 7. 6. 2. The other student goes to the back of his/her line. What animal says…? What kind of pet do you have? 10. What holiday is celebrated with…? 12. The first person to answer it gets to sit down. Ask a question to the next two students standing in line. This should be a fast paced game as its name suggests.Speed Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Prepare a list of 25 questions that can be answered quickly. The team who sits down first wins. What is the name of our school/football team/the principal? 4. 8. In what room would you find a refrigerator/bed/table? 11. 5. Ask a question to the first two students in the line. Description 1. What is the date? When is Valentine’s Day? 7. What color is my shirt/the sun/our football team? 2. Who is your favorite baseball player/singer/actor? Team Competition Vocabulary/Verb Conjugation/Culture 8-10 minutes Divide class into 2 groups None 16 . What day of the week is it? 8. All students stand up and each team forms a line. 3. How did you get to school today? 5. Continue the pattern until all students on one team are seated. What is the weather like today/in January? 9. so zing the questions out quickly. Possible Questions-Level Easy 1.
6. Description 1. 10.Sentence Builder Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Have your list of vocabulary ready. 2. Student 3 adds a word before. Student 4 *It will happen that the last student to write will be unable to complete the sentence as written. 8. Student 2 adds a word either before or after to begin constructing a sentence and hands the paper to Student 3. That is okay. All sentences must have 5 words. You can even give them a time out after a few rounds to strategize. 11. Objective: To write a complete sentence as a team using current vocabulary. 9. 3. The students will learn strategies to succeed. Student 1 writes the vocabulary word on the paper and hands the paper to Student 2. If there are not 5 students on the team. 17 . Give a piece of paper and a pencil to the first person in each row. 7. An example with the vocabulary word bus in chart form (your students will not be this organized and that is fine. the first student to write is also the last student to write. 4. 5. Teams should be lined up in rows. after or between to continue the sentence.) Today Student 5 Team Competition Vocabulary/Grammar 8-10 minutes 5 students (can be less) Paper and pencil for each group the Student 2 bus Student 1 arrived Student 3 Late. The teams who finish within the allotted time with a correct sentence win a point. Call out a vocabulary word. Round 2 starts with player 2 writing the vocabulary word called out. Each student needs to include a word.
The student to grab it first earns a point for his/her team. (in this case the red object) 7. Two teams line up parallel to one another. 3. Allow all students to participate at least once before finishing the game. 6. Each team needs to have the same numbers. 8. Objects 5-7 Description 1. Call out a number. The students who correspond to that number run to the center and grab the item with the said characteristic. give one student 2 numbers. Return the object to the center and call out another characteristic and number. Put the objects in the center equidistant to each team. 4. Number off the players on each team. Call out a characteristic such as “It is red” 5. 2.Steal the Bacon Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Desks moved to the perimeter. so if there is one less player on Team B. 9. Team Competition Vocabulary 10-15 minutes 2 groups Objects that have unique characteristics 18 .
and a large winter coat.Fashion Show Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Whole Class Clothing Vocabulary Introduction 5-8 minutes None Various pieces of clothing representing the vocabulary to be learned. o You can wear a hat. Put on some fashion show music if you have some. o You can have pants with shorts on over them and a skirt over that and a dress over that and a suit over that. o You can wear one regular shoe with socks and a sandal. In the meantime. When you are finished introducing the vocabulary. Strut around the room repeating the vocabulary words for the items you have on. 6. 7. Don’t forget to really act the part. 3. Put them all on at the same time. shed your extra layers. It makes it much more entertaining! 5. Description 1. 4. Ask students to repeat the words. 19 . 2. ask students to take out their notebooks and a pencil to write down the new words. Hold up each item of vocabulary while students write the words in their notebooks. music Preparation Required Gather as many different types of clothing as possible. sun glasses.
Randomly choose a card and read it in the English. 6. whole card covered) 3. Make flashcards with the vocabulary words on them. Give one card and a hand full of beans to each student. Description 1.Bingo Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Purchase beans or plastic chips to cover the bingo cards Make bingo cards (4x4 or 5x5 grid) with the vocabulary word in target language. Students need to search for the equivalent in the target language and cover it on their bingo card if they find it. beans to cover card. 5. 4. Announce which type of bingo you will play (diagonal. Repeat steps 3 and 4 until a student correctly covers their bingo card. horizontal/vertical. 4 corners. You can play several rounds changing the type of bingo played and clearing the cards of beans from the prior round. X. 2. Whole Class Vocabulary 20 minutes Individual 1 bingo card. T. flashcards with vocabulary words 20 .
Beat My Brag Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Write one brag per student. show how the game works by writing a sequence on the board. (Reading the first one doesn’t count. Have all students stand up. start with a new brag. Hand out brags. Variation 1. 2.) Whole Class Present Perfect/Past tense 10-15 minutes Individual One brag per student 21 . Description 1. Random student 3 raises his/her hand and says: Pele and David Beckham have asked me to help them coach a soccer team. 7. have them write out a brag for homework the night before. Variation to Track Participation 1. 3. When no one can “top” the last brag. Student 1 reads his/her brag: I have played soccer with Pele. Once they have added on to a brag sequence they can sit down. 6. Any student who can outdo that. raises his/her hand: I have played soccer with Pele and David Beckham. The next time students are going to play the game. 4. Before beginning. Random student 4: Pele and David Beckham have asked me to be in a commercial with them about the World Cup. 5.
6. Require that each answer be of a certain length so that students need to use more of the target language. Variation 1. Student 1 answers the first question and folds the paper so that his/her answer is no longer visible. Everyone gets a good giggle.Row Story Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Create a worksheet template for the story Whole Class Vocabulary/Grammar/Writing 10 minutes 4-6 students Worksheet Who: To Whom: Where? What did person 1 say? What did person 2 say? What did they do? Description 1. Give a worksheet to the first person in each row. 7. (person 1)__________said__________________ And (person 2)_____________responded ________________ Afterwards. they both _____________________. 2. Student 2 answers the second question and folds the paper so that neither the first nor the second answer is visible. Teacher writes a short script on the board: ___________ slapped _______________ in the _________________. This continues until all the questions have been answered. 3. 22 . 5. 4. One student from each group unfolds the paper and plugs in their answers to the script and reads the story aloud to the class.
Whole Class Verb conjugation 5-10 minutes Whole class A ball 23 . 9. That student begins the conjugation: “I ran” and throws the ball. The teacher calls out a verb and the verb tense. Once the student has participated. Once everyone has had a turn. Once the verb conjugation is finished. 7. Description 1. If a student whips the ball. Students make a circle where everyone can be seen. Student 2 follows the order of conjugation: “you ran” and throws the ball. she ran. Variation to control participation 1. he/she is out. The ball cannot be returned to anyone who has already participated in the conjugation of the verb. If the student is incorrect. they squat or sit on the floor. all stand up again and continue playing. 8. Then he/she throws the ball to a student. 10. all of you ran. 6. (example: to run past tense) 3. we ran. 4. This pattern continues through the entire conjugation of the verb: he ran. he/she sits out. 5. they ran.Ball Conjugation Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Choose the verb tense and verbs that you want the students to practice. the teacher calls out a new verb. 2.
4. but the students are trying to figure out where in the room the object is. Teacher tells the students that he/she has hidden X object in the classroom. All students names in a hat/on tongue depressors. Hide it in a container (box/ bag) so no one can see it.. Variation-Where is the Object? 1. Pick names out of a hat to decide who asks a yes/no question. 2. Different students ask until they can guess what it is. Sometimes it is fun to put something very small like a ring in a big T. 3. Place the secret object in its respective container on your desk. Description 1. 3. Students ask yes/no questions and the teacher answers with closer/farther away/really close/super far…etc. 2.V. The student who asks the question to find the object wins! Whole Class Vocabulary/Question formation 10 minutes Whole class secret object 24 .etc.Secret Object Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Decide what your secret object is.. box and pretend it ways a ton when you put it on your desk. Similar game.
Student 1 attempts to win each time until he/she has moved all the way “Around the Room. 5. 6. You show another flashcard. If Student 1 says the correct answer first. he/she moves to stand next to student 3 and student 1 sits in student 2´s seat. then he/she moves to stand next to the third person in the row.” Whole Class Vocabulary/Grammar Review 10-15 minutes Individual Flashcards 25 . 3. If Student 2 says it correctly first. Description 1. You show a flashcard. 4.Around the Room Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Flashcards of the material you want to review. 2. Student 1 wins again and thus moves to stand next to Student 4. Let’s imagine that student 1 won and is now standing next to Student 3. Ask the first person in row one to stand next to the person behind him/her.
Levels Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Whole Class Vocabulary/Grammar Review 8-10 minutes Individual Set of questions and pencil/paper for each student Preparation Required Write out the questions you want to use to help the students review starting with the easiest and increasing in difficulty. Sitting on the floor Standing next to your desk Sitting in your chair Standing on your chair Standing on your desk 6. 2. Students have 10 seconds to write the answer and then pencils and paper are put on the desk. Ask question 1. They are the champions! 8. Ask question 2. Continue pattern until a student/students reach the top of the desk. Variation 1. Description 1. Play again if the game goes too quickly. All students should be sitting on the floor next to their desks. 5.) 26 . Those who have answered incorrectly remain at level 1. (Only play this way if you feel like there is an excellent sense of community in your classroom and no one is going to have self-esteem issues. 3. 4. Teacher quickly moves up and down the aisles indicating which students have answered correctly and can thus move to the next level. send them back a level. 7. Instead of allowing students to remain at their level if they make an error.
Ask students to quickly go around the circle saying their noun and showing their action. 12. can’t remember the word in the target language…etc).Number One Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Make a list of 10 things that fall into your chosen category. List the words you will be using in alphabetical order on the chalkboard. Students move into groups. 2. (Bird) 6. Student who is in the #1 seat=bird when the game finishes wins! 27 . Model how to play with 2-3 students before breaking up into groups. Student 2 corresponds to the second word on the list (Cat) and so on. Student 8 (pig) performs His/her own action while saying the corresponding vocabulary word and then does the action and says the word of a different person in the group. Teacher selects a leader in each group. Student 6 stands up and takes his/her new place as student 10-snake. Play continues like this until time is called. The leader does his/her action while saying the corresponding word (bird)followed by doing the action and saying the word of another student in the group. 14. This continues until some one makes a mistake (forgets to do his/her action. 7.(Horse) 11. That student corresponds to the first word on the list. Ask students to help you think of an action for each word. 4. Animals Bird Cat Cow Dog Goat Horse Mouse/rabbit pig Sheep Snake Whole Class Vocabulary Review 10-15 minutes Groups of 8-10 students None Action verbs To dance To run To study To sing To eat To write To play a sport To sleep To play an instrument To talk Sports Volleyball Soccer Running Basketball Baseball Skiing Horseback riding American football Hockey (sport particular to target culture) Description 1. 3. 15. 9. Let’s say it was student 6-Horse. 8. 13.(Pig) 10. Teacher erases list from the board and asks the leader of each group to begin play. Students 7-10 move up a seat and assume their new word/action. doesn’t do the action of another person quickly. 5.
Find a Partner Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Write out 10-15 questions to ask students. Teacher says a question. 7. Possible Questions 1. Teacher moves on to question 2. What is your favorite sport/color/food/movie/actor/song? 2. 4. In what hospital were you born? 4. 6. Students follow the same pattern. Students mill around the class asking the same question trying to find someone else whose answer matches his/hers. Teacher asks a couple of partners/singles to answer the question in the target language. 3. Play through all the questions or until you don’t have any more time. How many brothers/sisters do you have? 3. Who will you vote for? 5. 2. they move to the perimeter. Once they have found their partner. Description 1. Where would your dream vacation take place? 6. Do you prefer pizza or hamburgers? Whole Class Vocabulary 10 minutes Whole class Set of questions 28 . 5.
add “your name” says before each action. 29 . 3. o Works well with action verbs. call out the words more quickly to increase the difficulty. and some nouns and adjectives. If a student does the wrong action. To increase difficulty a bit. Description 1. 3. Teacher calls out a vocabulary word and all students need to perform an action that corresponds to it. No one should comply. (Example: Mrs. As the game progresses. Variation based on Simon Says 1. If you simply say “dance”. 2.Total Physical Response Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Whole Class Vocabulary 5-8 minutes Whole Class None Preparation Required Think of vocabulary that could have a corresponding action. Smith says dance). 4. The last student standing wins. 2. he/she is out. Anyone who does is out. Students should only do the action when “your name” says to do it.
Likes to watch the news. Students should write the name of the student who answers his/her question along side the item. Find Someone Who… 1. 7. or whole card) 30 . (four corners. 2. Likes to play soccer. Give a worksheet to each student. Likes to see horror movies. Go over the question formation they should use. Likes to eat beets. 8. X. Variation 1. 5. 4. 8. Students win by covering the chart like in bingo. At your signal. vertical. 2. Likes pizza. Teacher should mill around as well confirming that students are using the target language. Student who finishes first wins. 2. diagonal.Find Someone Who… Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Make a worksheet in the target language following the example below called Find Someone Who … with 10-15 points using grammar and vocabulary from the current unit. allow students to mill around asking and answering questions in the target language. Likes the color blue. Go over the response (in complete sentences) that students should use. Likes ice cream. 7. Mixer Grammar (specific verbs or verb tenses). vocabulary 15 minutes Whole group Worksheet for each student Description 1. 6. 6. Format the same items in a 4x4 chart. 9. 3. 5. 3. 4. 10. Likes to read mysteries. horizontal. Likes to run. Teacher can quickly verify that the winning student completed the task correctly by randomly asking a few of the students whose names appear on the sheet to confirm their answer. Likes snakes.
Tell students that they need to put themselves in order from January to December. Provide the students with the category. A whole class prize is given if completed correctly within the time limit. Make flashcards with words in English. favorite color/sport/class…etc) Objective: Students correctly line themselves up (numerically or alphabetically) only speaking the target language. Description 1. 2. Give students a category such as birthday. Variation 1. 2. Variation with a time limit 1. 3. They must be in order within the months as well. (example: five less homework problems) Mixer Vocabulary 10 minutes Whole class None 31 . 2. telephone number. Give them a time limit in which to complete the activity correctly. Students may only use target language to obtain the necessary information. 3. Students need to put themselves in alphabetical order by the word in the target language.Line Up Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Plan category/categories to be used (birthday.
Description 1. Have students find their partners or the rest of their threesome who have the same noun. 4. Review some questions that might help students figure out the word soon to be on their back. Use famous people’s names or places (countries/cities) that speak the target language. 5.) about their noun. Ask students to work together to make a short skit (1min. Students must walk around asking others questions about the card on his/her back. they remain playing the game answering other people’s questions. A student may not ask more than one question in a row to the same student. Tape one card to each student’s back without them seeing the card. 3. Possible Topics TRANSPORTATION car bike bus boat subway truck train airplane bicycle motorcycle Mixer Grammar/Vocabulary 15 minutes Whole Class Tape and one card for each player PEOPLE Police officer Student Teacher President Fire fighter Pilot Athlete School principal Farmer Actor PLACES House Movie theater Police station Post office Bank Supermarket Restaurant Pharmacy church park Variation 1.Who Am I? Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Write a card for each person in the class with a noun on it. Usually it is easiest to use around ten vocabulary words and then repeat them. Present to the class. (Am I a person/animal/place? Do I have …? Am I made of …?) 2. Once a student is confident they know their word. Variation 2 1. 32 . 3. 2.
Pass it! Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Whole Class Vocabulary/Culture 10 minutes Whole class Strange item to pass around the circle Music in the target language Preparation Required Obtain a strange stuffed animal. 2. Teacher calls out a category. he/she sits out. If the student succeeds. Description 1. Students sit in a circle. He/she is the winner! Possible Topics -cities/countries where the target language is the main language spoken -animals you see in your neighborhood -fruit -vegetables -school subjects -sports -methods of transportation -adjectives to describe a person -holidays celebrated in the target culture -family members -days of the week -months of the year -words to describe the weather -activities you do with your friends -rooms in a house -authors who write in the target language 33 . hands the stuffed animal to a student and students pass it around the circle until the music stops. Continue until only one student remains. Student holding the animal when the music stops needs to say 5 things that fall within the category given. or just a stick to pass around the circle. 3. 4. Get a CD and a CD player Write a list of topics Objective: Students pass around the object hoping not to be the one holding it when the music stops. 5. rubber chicken. If the student fails. he/she stays in.
The person who is left standing is now “it” and the game starts over. The person who is “it” walks around the circle asking students questions. Every one must answer the questions truthfully except the three who were tapped on the head. This is the indicator that everyone needs to find a new seat. but one. (one less than there are students) Description 1. All students close their eyes. That person is “it”. 8. 4. 7. That person leaves the circle. 6. 5. Mixer Vocabulary/Answering questions 5-8 minutes Whole Class None 34 . 2.Switch Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Chairs are placed in a circle. All students sit in the circle. Teacher taps three people on the head and tells every one to open their eyes. Those who were tapped on the head yell “switch” when asked a question. (No moving just one seat over). 9. 3.
At the end of the twenty questions. 4. This student selects a card. place or thing written on each one Description 1. 3. Teacher collects all the papers and reads them to the class. The rest of the game remains the same. Sponge Question formation. A different student must ask the question each time. Teacher begins by selecting a card at random. 2. It may be prudent to set limits as to what they can write on the card: must be a famous person. Give students a small piece of paper as they enter the room. 2. 5. The group that guesses correctly wins.Students Make Cards 1. but do no allow any guesses. 2. 3. Variation-Teams 1. reads it and keeps its contents a secret. 4. students from the class ask yes/no questions in the target language to gather information allowing them to guess the secret word(s). all students write their guess and their name on the piece of paper they received. Variation. The teacher is the holder of the card and information. Follow the original description. Student should include their name on the card. Students are broken into teams of 4-6. Variation-All Students Guess 1. Taking turns. must be an object we have all heard of…etc.20 Questions Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Make cards with a person. 2. If after 20 questions are asked. 4. Guesses need to be asked as yes/no questions and count toward the 20 allotted questions. 3. Each team takes turns asking questions one at a time. All students who guessed correctly win. culture 5 minutes Whole group Cards with a person. no one has guessed. No repetitions are allowed until every person has had a turn. The student whose card is chosen comes to the front of the class to answer the questions. vocabulary. Choose a student. 3. place or thing written on them 35 . Have students each write 2 cards. He/she remains in front of the class to answer the questions. the answer is revealed.
2. When student is “out” they sit down. have students stand-up. Last student “in” the game wins. Give students five minutes to write words in that category in alphabetical order. nature. Variation with a little more excitement 1. 36 . food. Play begins after the 5 minutes with one student saying a word that begins with A. 4. Ask students to write the alphabet down one side of their paper. Provide students with a topic such as food. 3. (apple) 5. or topic for the current unit of study) Description 1. Instead of going row by row. The next student in the row says a word that begins with the last letter of word 1. 4. places. 3. 8. (egg) 6.Chain Reaction Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Sponge Vocabulary 10-15 minutes Whole group None Preparation Required Plan the category/categories to be used (sports. 2. Call on students randomly (names out of a hat) to provide the next word. Last student standing wins. Student 3 says a word that begins with the last letter of word 2. (grape) 7. The student who cannot provide the next word is out and game continues with the next person.
He went She ran They walked We sang I gave You said They had He was We played He slept We ate They talked You asked We wrote I liked She made Sponge Vocabulary/Grammar 5 minutes Whole group split into 2 groups Chalkboard and chalk Description 1. 9. 8. The team to get 3”X” or 3”O” in a row wins. 2. the team loses its turn. 6. Students can play this on a worksheet in pairs or small groups. Student 1 of Team one selects a square and then gives the answer in the target language. Students on the team need to work individually. 3. 7. If student is correct the respective “X” or “O” is put in that place. 4. Team 2 follows the same pattern. 37 . 5. Decide which team will go first. Teacher writes out the Tic-Tac-To grid on the chalkboard including the words/phrases in each box. If you hear an answer being called out.Tic-Tac-To Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Plan out ahead of time the 16 words or phrases that you will use to fill in the 4 x4 Tic-Tac-To grid. No student can repeat a turn until all have played. No whispering answers. A finished game may look like this: He went X She ran O They walked We sang X I gave You said They had He was X O O We played X He slept X We ate O They talked You asked We wrote I liked She made Variation 1.
ask all students to stop writing and look at the board. 3. 2. 6. they win! Variation to make it easier 1.Editor Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Sponge Grammar 8-10 minutes Individuals Paper and pen per person Chalkboard or white board Preparation Required Create a sentence or paragraph containing errors. Indicate the number of errors present. 38 . Description 1. After a few minutes. 4. If he/she is correct. Student who found the most comes up to the board and corrects the sentence. Variation 1. Ask students to show with their fingers how many errors they found. 7. Have sentence/paragraph on the board when the students enter. of course). Students write the entire paragraph “as is” in their notebooks. As students enter the class. Objective: Students locate and correct all of the errors in the sentence/paragraph. Use student’s work (without the student’s name. Students then begin to correct the errors that they find. they read the paragraph on the board. 5.
You decide randomly which student will answer the question for the team. If they answer correctly they move forward one space. they remain in the same spot. Teacher draws a random board game trail on the board.) 2.Whole Class Board Games Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required A list of vocabulary/grammar you want to practice would be beneficial. 2. Description 1. (Make it long or short depending on the amount of time you have and don’t worry about artistic value! Simple example below. The team to reach the end first wins! Variation 1. Take turns asking the teams questions. 4. If they answer incorrectly. End Sponge Vocabulary/Grammar 8-10 minutes Divide class into 2-3 groups chalkboard/chalk START 39 . 5. 3. Rotate who you choose each round. but not necessary. 6. Each team chooses a symbol or number to represent them on the board. You could do this with no preparation.
Description 1. 2. At the end students use the following chart to count up their score: o o o o o o o o 1-letter words = 1 point 2-letter words = 2 points 3-letter words = 4 points 4-letter words = 6 points 5-letter words = 10 points 6-letter words = 12 points 7-letter words = 15 points 8 or more letter words = 20 points Sponge Vocabulary 8-10 minutes Individuals Paper and pen for each student Example=181 points! HAVE FUN AT THE HOMECOMING GAME! EAT NUT HUT GUT VAN TAN MAN CAN HAM HEM CAT MAT HAT FAT NOTHING HATE COME HOME TOME FOAM MUGGING COMING THING MOTH MATE FATE MOTE TOTE VOTE NAME GAME FAME CAME 40 . 3. Students have 3-5 minutes to write down as many words as they can form using the letters from the sentence/phrase on the board.Inside the Phrase Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Think of the phrase/sentence you want to put on the board. Teacher writes the phrase/sentence on the board.
3. T A S Z G Acceptable Answers: Take Sob Wish evil Saw War Like Swish Bash Rash Wars bar soak Boat Sat Soar Soars Example E V K K O B W A I S L I U R H Words that would be unacceptable: takes (because the s is not connected to the e) boats (because the s is not connected to the t) soaks (because you can’t use one letter twice) 41 . 4. Description 1. No jumping around. 2. The letters need to adjoin in order to form the word.Make a Word (based on Boggle by Parker Brothers) Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Sponge Vocabulary 5-8 minutes Individual Chalkboard and chalk Write out a 4 X 4/5 x 5 grid on a piece of paper and fill it in with common letters. Put the grid on the board and give students 3 minutes to perform their task. A letter may not be used more than once unless it appears multiple times in the grid. Students are to use adjoining letters to form words. Draw the grid on the board. Play a round by yourself to insure there are enough options for forming words.
Before students move into their groups. 2 fingers for statement 2. Three should be true and one should be a lie. This will be the model for the students. 3. 7. you should use it in your example. Variation-Deeper Investigation 1. Students see how many guessed correctly and how many people they fooled. All students in the group take turns reading their statements. Students then move into groups. Description 1. 4. 5. he/he counts to 3 and the rest of the players indicate with their fingers (1 finger for statement one. so if you want them to practice a certain verb tense.Am I Telling the Truth? Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Write four sentences about yourself. Small Groups Grammar/Vocabulary (works well with present perfect and past tenses) 10-15 minutes 4-6 students None 42 . etc) which statement contains the lie. Model the activity reading your four statements and asking the students if they can detect the lie. 2. Student 1 reads his/her four statements. When student one finishes. Allow each student in the group to ask the “Liar” one question to help them determine which statement is false. 6. the whole class takes 3-4 minutes to write down the 4 sentences about themselves.
(2 teams) 2. then said teammate should pick up the next card and give a one word clue. 43 . Player 1 of Team 1 picks up a card and reads it. The number of forbidden words can vary per card. 4. If gestures or key words are used. Divide small group in half. Without using gestures or the forbidden words. A speed round can be added where each team gets 30 seconds and half the cards. Variation-Speed Round 1. Player 1 of Team 2 follows the same pattern.Secret Word Based on Taboo by Milton Bradley Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Small Groups Vocabulary 20 minutes 4-6 students 12 Secret Word Cards Make 12 Secret Word cards that go along with the vocabulary students know/are studying. If a teammate guesses the word. play is stopped and the other team begins their turn. Repeat until time runs out or no cards are left. Each player can only say ONE word as a clue to the secret word on the card. 4. 5. Player 1 tries to communicate the Secret Word to his/her teammates in the target language within the 60 second limit. If the team guesses the word. 5. AIRPLANE Fly Flight attendant Pilot Airport Wings Description 1. 7. One point/correct answer. 6. 8. Players on the team take turns picking cards. they get a point. Team with the most points at the end wins. 2. 3. 3. Team 2 watches the clock and makes sure no gestures or keywords are used. Photocopy the cards so each group has one set.
It is easier if each sentence has a different color. Variation-Increased Individual Accountability 1. The first group to put all the sentences in order wins. Each student receives a sentence to unscramble. The first group to put all the sentences in order wins. 1.Unscramble Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Small Groups Grammar 10 minutes 2-4 students A scrambled sentence set for each group. 5. Paperclips. Variation-Less materials and more movement *Important to do each sentence in a different color consistently. Once the student unscrambles the sentence. 3. and locate a sentence they haven’t yet unscrambled. 4. the team puts the sentences in order to tell a logical story. Cut up the sentence so that there is only one word on each slip of paper. Write them in a large font. Once all the sentences are unscrambled. 4. 2. The first group to put all the sentences in order wins. Pass out one sentence to each group and leave the extras on your desk. 3. envelopes Preparation Required Think of 5 sentences that have a logical sequence. 5. Clip the words to each sentence together with a paperclip Toss the 5 clipped sentences into an envelope Repeat for each group. Students need to unscramble the sentence and then write it down in their notebooks. s/he moves to the designated area to share the sentence with the group. Group works together to put the sentences in order. Give one envelope to each group. When they finish with a sentence. groups begin to unscramble one sentence at a time. 2. No one can help an individual put his/her sentence together. Make only one scrambled sentence per group with one whole extra set. 4. On your signal. 2. 3. they bring it up to the teacher’s desk. Description 1. 44 .
2. Student 1 says something about his/herself in the target language. Include the names of the people who agree when writing it down. Then. 7. 5. Follow this pattern until each person has said 2 characteristics or until the time is up. 6. a different student takes a turn saying a characteristic. 8. If three people are alike. 4. Small Groups Vocabulary 15 minutes 4-6 students paper and pen/pencil per group 45 . The rest of the students comment on whether they feel the same way or not. Give each group a blank piece of paper and ask them to use their pen/pencil to divide the sheet into the same number of people as their group.Same and Different Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Give each group an empty sheet of paper Description 1. Students should then number the spaces created 1-? 3. then it is written under section 3. then the characteristic is written under section 1 because only one person feels that way. If no one agrees.
2. If they say it correctly. they keep the card. 4 Oops cards (should look the same as the vocabulary cards from the back) Description 1. Variation Adding Difficulty 1. Student with the most cards at the end wins! Variation 1. 46 . They are required to sing 2-3 lines of a famous song in the target language (or what ever silly thing you or the class decides) 4. write a whole sentence. Ask each group to shuffle the deck and place the cards face down in a 4x6 grid. Instead of writing one word on each card. 3. Students take turns picking up a card and saying the word in the target language. If a student picks up an Oops card. If the student is incorrect the card returns to the grid. Have the Oops card indicate that the rest of the group (not the card-holder) needs to perform the silly thing.Oops! Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Small Groups Vocabulary/Grammar Review 10-15 minutes Groups of 4-6 20 Flashcards with vocabulary in English 4 Oops cards Preparation Required Flashcards for each group.
Player can steal the “e” off of seat because sat is still a word iii. Deal out 5 cards to each person and lay the rest of the deck face down. Player can steal the “s” off of she because he is still a word. they do so during their turn. Deck Make-Up (This will change per language. i. because id is not a word. the word that remains can stand alone without it. Player can “steal” a card that is laid down IF: a. Additional Rule to make it More Fun 1. 4. 5. b. ii. Students are trying to make words out of the letter cards in their hand. Player cannot steal a letter card and hold on to it for a future turn.) A B C D E 10 3 3 4 12 F G H I J 2 4 2 8 2 K L M N O 2 4 3 6 8 P QU R S T 3 2 6 5 6 U V W X Y 6 2 2 2 4 Z 2 Small Groups Vocabulary 15-20 minutes Groups of 4-6 Word Rummy Cards 47 . Player can NOT steal the “d” from did.Rummy with Letters Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Make a deck of Rummy with Letters cards for each group. Students take turns either picking up one card from the discard pile or from the deck. Player finishes his/her turn discarding one card. Description 1. the player must use the card IMMEDIATELY to lay down a word. Students must discard even to win. i. but here is a general idea. 6. 3. If player can lay down a word. 2.
The pairs can be: o picture/vocabulary word in the target language o vocabulary word English/target language o subject/verb conjugations o countries/food. the students returns them face down to the same place and play moves to the next student. the student keeps them and gets another turn. holidays. capitals Description 1. Students lay out cards face down in a 5 x 6 grid. 5. 4. If the cards match. 48 . If the cards don’t match. 2.Memory Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Small Groups Vocabulary/Verb Conjugation 10/15 minutes Groups of 2-4 Memory Cards Preparation Required Write out 15 pairs of Memory Cards. 3. Students turn over two cards. Student with the most pairs at the end of the game wins.
Students follow the same pattern as above. Students follow the same pattern as above. A pair is a subject and correct verb conjugation. 6-300…etc. Student 1 lays down the pair in front of him/her and play moves to the next person. wins. I will ask Student 2 for an 80. Small Group Verb Conjugation/Vocabulary 8-10 minutes Groups of 4-6 students Vocabulary/Verb tense cards for the game 49 . he/she gives it to Student 1.) For Vocabulary Study Preparation Required For each group make a deck of 52 cards using 13 vocabulary pairs o 2 cards for vocabulary in English and 2 cards for vocabulary in target language For Verb Conjugation Preparation Required Make a deck of 52 cards for each group o 2 cards for each subject and 2 cards for the verb conjugation o Best if kept to 1-2 verbs in one tense. If playing with two verbs. 2. The student who lays down all their pairs first. Description for Playing with Vocabulary 1.Go Fish! Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed For Big Numbers Preparation Required For each group. student needs to ask for a specific verb. make a deck of 54 cards counting by 10’s or 100’s o 6 cards of every number (6-100. but ask for the corresponding subject or verb. 4. Example: If I have a 20. If Student 2 has the card requested. 2. but ask for the corresponding vocabulary word. the complement would be the card that added to first card would equal 100. Each student is dealt 5 cards. In the target language. A pair is a word in target language and the same word in English. Description for Playing with Verb Conjugations 1. (If you are playing by 10’s. 5.) 3. 6-200. Description Playing with Numbers 1. Student 1 asks another student if they have the complement to his/her card.
Students take 10-15 minutes to discuss which 6 items they would want to have with them. woke up one morning and found yourself …) What do they see there? Weather? 2. Description 1. kidnappers. 3. Set the scene for the students (plane/helicopter/boat crash. Have one member from each group write their list on the board. Break students into their groups and give them the list of supplies. 5. 6. 4.v. Discuss the similarities and differences. Example List First Aid Kit Flashlight Pistol (loaded) 2 signal flares Box of matches 1 magnetic compass 50m Rope 1 case of dehydrated milk Knife Tent Blankets candle portable heating unit sunscreen solar powered radio set needle and thread cell phone 4 cans of tuna 6 gallons of water Small Groups Grammar (If clauses/Conditional tense) 20 minutes 4-6 students List of items 50 . Vote on the group that survives the experience.Lost Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Decide where you want your students to get lost o Tropical island o Desert o Antarctica o Forest o Mountains o Moon Write out a list of 20 items students might want if lost Create the scene in your mind/on paper . reality t. show production crew takes you there to see if you will survive.
Photocopy one for each group. Description 1. All students must have a speaking part in the commercial. Vote on the most creative commercial. After the 10 minutes are up.For Sale Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Take a blank sheet of paper and draw a random squiggle on it. Give them around 10 minutes to create a short commercial (20 seconds) for the product they have just created/drawn. Each person in the group needs to add something to the drawing. have each group perform their commercial. 4. 2. 6. After about 3 minutes tell groups to stop. Small Group Grammar 20-25 minutes 2-4 students One photocopy for each group 51 . 5. Give each group the photocopy. 3.
Plays are then performed for all to see. They are also fun. All students should make at least one positive comment about another group’s play.Children’s Stories Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Small Groups Grammar/Speaking 2 hours 4-6 students per group Little squares of paper and stories in target language Preparation Required Copies of famous children’s stories in the target language (internet copy is fine) Write the names of the children’s stories on little squares of paper (one per group) Description 1. Students can give positive comments in the target language after each presentation. Parts should be improvised/memorized. All students must have a speaking part. Teacher mills around observing and helping. students may perform only a section. 2. Possible Expectations 1. If the story is too long/complicated. So. Props/costumes are unnecessary. 6. 4. 5. 2. time consuming and distract students from practicing the play in the target language. Day 2 begins with time to practice. students are encouraged to make them as homework. have one student from each group pick a children’s story out of a hat. 3. Once the groups are chosen. Reading from a script is dull. Part of grade will be based on work day 1. 3. 6. 5. The students are then given the class period to create a short play in the target language based on that story. 4. 52 .
Place students in groups of 4-6. 10. 8. After about 15 minutes. groups should practice presenting the story. Each student in the group should write their own caption.Magazine Pictures Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Small Groups Grammar/Vocabulary 30-35 minutes 4-6 students per group Pictures from magazines about a variety of topics. Explain to students that they need to come up with a story that includes all the pictures. 7. groups present. 53 . glue. The story can be longer than the captions. 6. Place all the pictures face up in the center of the circle. 4. 5. (Bring one for each student plus 5 extra) Description 1. Time Saver Ask students to bring in a magazine picture as part of their homework. Students stand in a large circle. paper Preparation Required Cut out pictures from magazines. Pictures should be glued in order and captions written underneath each one. 3. 9. After about 5 minutes. Ask students to look at the pictures and choose one. 2.
As the cards are turned over. Deck Make-Up (This will change per language. Play resumes. Students take turns turning over one card. The student with the most cards at the end wins.) Example T Z K A E Small Groups Vocabulary 10-15 minutes 4-6 students Letter Cards Student forms the word: T A K E 5. 2. If they are correct. Students sit in a circle with the cards face down. 6.) A B C D E 10 3 3 4 12 F G H I J 2 4 2 8 2 K L M N O 2 4 3 6 8 P QU R S T 3 2 6 5 6 U V W X Y 6 2 2 2 4 Z 2 54 . 3. The first student to slap the floor gets the opportunity to form a word with the letters showing.Grab It! Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Make Letter Cards Description 1. students study the possibility of forming a word with the upturned letters. The letters do not need to be connected either. but here is a general idea. 7. they take the cards used to form the word. 4. (Unscrambling the letters is legal.
You make the rules that suit you. Each time a student rolls the dice they need to pick up a card. Explain that each turn the student only moves forward one space. You could make the board game around a particular cultural theme or about a popular movie/book that has come out recently. They must answer the question correctly/say the right vocabulary word to be able to move forward. Students can make their own game boards. 2. you could either: a. It adds a little extra thrill when there are short cuts to move them forward or surprise setbacks which move them backwards.Board Games Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Create a game board from scratch or modify the example p. 3. If dice are hard to come by. 4. Options 1. 5. Small Group Vocabulary/Grammar 20 minutes Groups of 4-6 students Game Board and cards 55 . Make number cards that say the number of spaces they can move forward b.65 Make game cards that match the skill you want practiced: o Vocabulary o Verb conjugation in a certain tense o Any grammar construction Description Board Games lend them selves to making any skill acquisition fun.
reassemble the class and begin watching the presentations. Secretively they begin working on a SHORT skit (20-30 seconds) that represents/involves their noun without saying the word. Description 1. Have groups pick out a card out of a hat/bag/bowl. After about 8 minutes. School Cut out enough cards so that each team gets one. 6. Small Groups Vocabulary 15-20 minutes 4-6 students Cards with a noun on them 56 . 5. 4. All groups take turns performing their skits. 3. After the skit is finished. Afterwards the students guess what the category was. Transportation.Name that Noun Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Choose a category: Ocean animals. Write a noun in the chosen category on each card. students in the other groups can guess what their noun was. 2.
it is easier. Student who won counts to three in the target language and removes top card. Variation 1. Without looking. One student counts to three in the target language and removes the blank card. Description 1. (If the target language word is facing up. student who says the word in English first wins. Keep that card there so that it covers the next card. 4. a student should shuffle the cards.War Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Pairs Vocabulary 5 minutes 2-3 people Flashcards with vocabulary Preparation Required Have students make flashcards of the new vocabulary Ask them to leave one card blank. Tell them which side you want facing up. The first person to say the word in English (if the target language is face up) wins the point. 2. 7. 6. Have students sit facing each other with one set of vocabulary flashcards between them. 8. Again. 5.) 3. Continue until all cards have been used. and place the blank card on top. Use verbs asking students to conjugate the verb in a certain tense and person. You could start here at the beginning of a unit and then proceed to English face up as the unit progresses. (Example: Conjugate each verb in the present tense third person singular) 57 . 9.
What’s the Difference?
Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Either draw two pictures (thinking about current vocabulary in unit) that have only about 6-7 differences or find printed ones in a Puzzle book, newspaper magazine, or the internet. (You don’t have to be an artist to make this work for certain vocabulary. You can cut out clip art if you want.) Photocopy them on separate sheets of paper. Each student gets ONE picture. Description 1. Pairs sit in front of one another looking at their respective picture. (no peeking!) 2. Student 1 says 5 statements in the target language about his/her picture. 3. Student 2 is welcome to ask clarifying questions at any time. 4. Once Student 1 is finished, student 2 says 5 things about the picture in front of him/her. Again, student 1 can ask any clarifying questions. 5. This pattern continues until the students have identified all the differences. 6. The first pair to correctly identify the differences wins. Pairs Vocabulary/Question formation 10 minutes Pairs Two similar pictures
Match My Drawing
Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Pairs Vocabulary 10-15 minutes Groups of 2 Drawings for half the class and blank paper for the other half
Preparation Required Make a simple drawing using vocabulary from the unit. Photocopy one for each set of pairs. Description 1. Student 1 explains his/her drawing slowly using one sentence at a time in the target language. 2. Student 2 listens and attempts to draw the same thing on his/her paper. 3. Student 2 may ask clarifying questions in the target language, but can NOT look at Student 1’s drawing. 4. The pair whose drawings are the most similar wins. Variation-Clip Art 1. Instead of having Student 2 draw, he/she can cut and paste clip art according to Student 1’s description.
Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required 12-20 flashcards for each group Description 1. Students lay out the flashcards face down in a grid. 2. Students take turns turning over flashcards and saying the equivalent in the target language. 3. Students may turn over any number of cards from a single row. 4. The student who has to pick up the last card looses. Pairs Vocabulary Review 10-12 minutes 2 students Flashcards for each group
Forget about it. Fortune Telling Card Answers and Pattern 1. Still acting the part. 7. 5. NO. 4. Pairs Future Tense/Question Formation 15 minutes Groups of 2 Fortune Teller Cards for each pair What is in your future? 61 . It sets the students up for their fortune telling experience that comes next. Definitely YES. At this point the teacher lays out the cards face down while repeating the question. Very Doubtful. Now you need to choose your fortune telling strategy of choice: a. the teacher/fortune teller invites the student to ask a question about his/her future. Teacher enters the class acting as a fortune teller and invites one student to get his/her fortune read. Through magic you choose the card that answers the question b. Looks good. Without a doubt. the more fun it will be. After you are done modeling.Fortune Teller Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Create a set of 6-8 Fortune Teller Cards Homework for students the night before: o Write up 10 yes/no questions they have about their future Optional: Dress the part of a fortune teller Description 1. 6. The sillier you are. Possible answers are: It is possible. Concentrate & ask again. 3. the students break into pair and read each other’s fortunes. Teacher sits with the student in a place where the whole class can see. 2. Allow the student to choose his/her fate.
6. Give the other partner the horizontals sheet. 2. On one copy of the crossword puzzle fill in the horizontals(verticals empty) On the second copy fill in only the verticals(horizontals empty) Description 1. Partner B gives a clue for the first word on his/her sheet and Partner A fills in the correct word. NO PEEKING!!! Simple Example 1 3 Pairs Vocabulary 10-12 minutes Groups of 2 2 copies of the Crossword Puzzle for each pair B O A T 2 T R U C 3 1 2 H E L I C O P T E R 4 C A R 7 5 T A X I K 4 5 A I R P L N E 6 6 7 T R A I N 62 . Partners take turns until they each have the whole crossword filled in. Partner A gives a clue for the first word on his/her sheet and Partner B fills in the correct word. 5.Pair Crosswords Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Create a crossword puzzle without the clues. Give one partner the verticals sheet. 3. 4.
When students are finished working. While in the group students should decide whose cartoon is the most creative/funniest. Individual Vocabulary/Grammar/Verb conjugation 15-20 minutes Individual Copy of a cartoon from the newspaper 63 . 4. (You can probably fit two to a page) Objective: To create a new dialog for a cartoon. 3. 5. Hand out the photocopy to the students and explain their mission. Before you make a copy for each person. Students work quietly writing the new dialog.Cartoons Category Type of Skills to Be Practiced Amount of Class Time Group Sizes Materials Needed Preparation Required Photocopy a cartoon out of the newspaper. Description 1. Each group shares one with the class. Ask students to draw their own cartoon. Variation-More time consuming 1. ask them to get together with a small group to share. 2. Make a copy for each person. It is probably best to increase the size. eliminate all the words.
APPENDIX 1 Games Listed in Alphabetical Order Am I Telling the Truth? Around the Room Artist's Charades Ball Conjugation Beat My Brag Bingo Board Games Cartoons Chain Reaction Children's Stories Doubly Difficult Charades Editor Fashion Show Find a Partner Find Someone Who… For Sale Fortune Teller Go Fish! Grab It! Heart Attack Homerun Inside the Phrase Levels Line Up Lost Lyric Race Magazine Pictures Make a Word Match My Drawing Memory Name that Noun Number One Octagon Oops! Pair Crosswords 39 22 8 20 18 17 52 60 33 49 11 35 16 25 27 48 58 46 51 3 12 37 23 28 47 2 50 38 56 45 53 24 9 43 59 Pass it! Row Story Rummy with Letters Same and Different Secret Object Secret Word Sentence Builder Smack It! Speed Steal the Bacon Strategy Switch Team Feud Team Spelling Team Test Tic-Tac-To Total Physical Response 20 Questions Unscramble Volleyball War What's the Difference? Who Am I? Whole Class Board Games 30 19 44 42 21 40 14 6 13 15 57 31 5 4 7 34 26 32 41 10 54 55 29 36 64 .
11 Adjectives Afraid Ancient Bad Beautiful Big Boring Bright Broken Cloudy Cold Crazy Curly Damp Deep Dirty Excited Expensive Funny Friendly Fat Giant Good Happy Healthy Hungry High Intelligent Large Late Lazy Long Low Modern Magical Many Narrow Nervous New Nice Old Perfect Pretty Proud Quick Quiet Rainy Romantic Sad Scary Short Silly Skinny Slow Small Smelly Tall Ugly Weak Wet Wide Young Adverbs Almost After Angrily Anxiously Badly Bravely Calmly Cautiously Clumsily Constantly Easily Elegantly Energetically Far Fast Gently Gladly Gracefully Happily Loudly Mysteriously Neatly Quietly Roughly Sadly Sleepily Softly Wildly Yesterday 65 .APPENDIX 2 Adjectives and Adverbs List For Doubly Difficult Charades p.
9) 66 .APPENDIX 3 Blank Octagon Game Board (Accompanies activity p.
9) 67 .M L O S F B A T E N C D G P R A D S P L B M G T E APPENDIX 4 Octagon Game Board Example (Accompanies activity p.
52) START shortcut → FINISH -Roll again -Lose a turn Shortcut can only be used if player lands directly on shortcut square 68 .APPENDIX 5-Board Game Example (Accompanies activity p.
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